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CoRA is a robotic assistant whose task is to collaborate with a human operator on simple manipulation or handling tasks. Its sensory channels comprising vision, audition, haptics, and force sensing are used to extract perceptual information about speech, gestures and gaze of the operator, and object recognition. The anthropomorphic robot arm makes goal-directed movements to pick up and hand-over objects. The human operator may mechanically interact with the arm by pushing it away (haptics) or by taking an object out of the robot’s gripper (force sensing). The design objective has been to exploit the human operator’s intuition by modeling the mechanical structure, the senses, and the behaviors of the assistant on human anatomy, human perception, and human motor behavior.
Massive open online courses (MOOCs) become more and more popular. These course formats are typically highly flexible and attract large groups of learners from heterogeneous backgrounds. So far research in this area concentrating on success factors for low dropout rates and high satisfaction on the side of the learners in MOOCs is scarce. In this chapter, we describe experiences of a large online course offered to students of two large German universities. Based on theory drawn from a social psychological perspective on the relevance of social interaction for learning, we describe the background, structure, and specific elements of the MOOC-like course. We outline evaluation results of both small group collaboration (in workshops) and mass interaction (via forum and wiki usage) as well as results of the general evaluation of the overall course concept. We argue that the specific mixture of small and large group interaction as well as teacher- and learner-generated content is especially promising with regard to satisfaction, learning outcomes, and course completion rates.
In this work methods are described, which are used for an individual adaption of a dialog system. Anyway, an automatic real-time capable visual user attention estimation for a face to face human machine interaction is described. Furthermore, an emotion estimation is presented, which combines a visual and an acoustic method. Both, the attention estimation and the visual emotion estimation based on Active Appearance Models (AAMs). Certainly, for the attention estimation Multilayer Perceptrons (MLPs) are used to map the Active Appearance Parameters (AAM-Parameters) onto the current head pose. Afterwards, the chronology of the head poses is classified as attention or inattention. In the visual emotion estimation the AAM-Parameter will be classified by a Support-Vector-Machine (SVM). The acoustic emotion estimation also use a SVM to classifies emotion related audio signal features into the 5 basis emotions (neutral, happy, sad, anger, surprise). Afterward, a Bayes network is used to combine the results of the visual and the acoustic estimation in the decision level. The visual attention estimation as well as the emotion estimation will be used in service robotic to allow a more natural and human like dialog. Furthermore, the human head pose is very efficient interpreted as head nodding or shaking by the use of adaptive statistical moments. Especially, the head movement of many demented people are restricted, so they often only use their eyes to look around. For that reason, this work examine a simple gaze estimation with the help of an ordinary webcam. Moreover, a full body user re-identification method is described, which allows an individual state estimation of several people for hight dynamic situations. In this work an appearance based method is described, which allows a fast people re-identification over a short time span to allow the usage of individual parameter.
This article describes the current state of our research on anthropomorphic robots. Our aim is to make the reader familiar with the two basic principles our work is based on: anthropomorphism and dynamics. The principle of anthropomorphism means a restriction to human-like robots which use version, audition and touch as their only sensors so that natural man-machine interaction is possible. The principle of dynamics stands for the mathematical framework based on which our robots generate their behavior. Both principles have their root in the idea that concepts of biological behavior and information processing can be exploited to control technical systems.
This chapter describes our current research efforts related to the contextualization of learners in mobile learning activities. Substantial research in the field of mobile learning has explored aspects related to contextualized learning scenarios. However, new ways of interpretation and consideration of contextual information of mobile learners are necessary. This chapter provides an overview regarding the state of the art of innovative approaches for supporting contextualization in mobile learning. Additionally, we provide the description of the design and implementation of a flexible multi-dimensional vector space model to organize and process contextual data together with visualization tools for further analysis and interpretation. We also present a study with outcomes and insights on the usage of the contextualization support for mobile learners. To conlcude, we discuss the benefits of using contextualization models for learners in different use-cases. Moreover, a description is presented in order to illustrate how the proposed contextual model can easily be adapted and reused for different use-cases in mobile learning scenarios and potentially other mobile fields.
Sicherheitskritische Mensch-Computer-Interaktion ist nicht nur derzeit, sondern auch zukünftig ein äußerst relevantes Thema. Hierbei kann ein Lehr- und Fachbuch, wie dieses, immer nur einen punktuellen Stand abdecken. Dennoch kann der Versuch unternommen werden, aktuelle Trends zu identifizieren und einen Ausblick in die Zukunft zu wagen. Genau das möchte dieses Kapitel erreichen: Es sollen zukünftige Entwicklungen vorausgesagt und versucht werden, diese korrekt einzuordnen. Das ist an dieser Stelle nicht nur durch den Herausgeber, sondern durch Abfrage bei zahlreichen am Lehrbuch beteiligten Autoren geschehen. Neben einem Ausblick auf Grundlagen und Methoden werden dementsprechend auch sicherheitskritische interaktive Systeme und sicherheitskritische kooperative Systeme abgedeckt.
Im vorliegenden Beitrag wird ein hochsprachenprogrammierbares System zur schritthaltenden Vollbild-Interpretation natürlich beleuchteter Szenenfolgen im Videotakt vorgestellt. Im einzelnen werden folgende Teilmodule und Subsysteme beschrieben: eine hochdynamische, pixellokal autoadaptive CMOS-Kamera mit ca. 120 dB Helligkeitsdynamik (20Bits/Pixel) ein hochsprachenprogrammierbarer Systolic Array Prozessor (für die pixelbezogenen Verarbeitungsmodule) im PCI-Kartenformat, samt optimierendem Compiler, Simulator und Emulator Systemprozeßgerüste unter Linux auf den für die Echtzeit-Anwendungen eingesetzten Hostrechnern (z.B. DEC/Alpha oder Intel/ Pentium)eine prototypische Anwendung zur bildverarbeitungsbasierten Eigenbewegungsbeobachtung (Translationsrichtung, Eotationsraten)eine prototypische, automotive Anwendung zur schritthalt enden Detektion und Kartierung des Straßen- und Spurverlaufs unter partieller monokularer 3D-Rekonstruktion, sowie prototypische Anwendungen zur Klassifikation verkehrsrelevanter Hindernisse (Verkehrsteilnehmer)
Nowadays, teachers and students utilize different ICT devices for conducting innovative and educational activities from anywhere at any time. The enactment of these activities relies on robust communication and computational infrastructures used for supporting technological devices enabling better accessibility to educational resources and pedagogical scaffolds, wherever and whenever necessary. In this paper, we present EDU.Tube: an interactive environment that relies on web and mobile solutions offered to teachers and students for authoring and incorporating educational interactions at specific moments along the time line of occasional YouTube video-clips. The teachers and students could later experience these authored artefacts while interacting from their stationary or mobile devices. We describe our efforts related to the design, deployment and evaluation of an educational activity supported by the EDU.Tube environment. Furthermore, we illustrate the specific teachers’ and students’ efforts practiced along the different phases of this educational activity. The evaluation of this activity and results are presented, followed by a discussion of these findings, as well as some recommendations for future research efforts further elaborating on EDU.Tube’s aspects in relation to learning analytics.